Assessing StudentsTesting

Scoring

Reporting

Evaluating students is an important part of the classroom teacher’s responsibilities.

Evaluation serves several purposes:

1. Allows teacher to evaluate the effectiveness of teaching

2. Serves as basis of students grades

3. Can be used for decisions on upgrading and improving the

program

4. Gives teacher feedback on which tasks need more or less time

for instruction

5. Gives students feedback

Teacher - Evaluator

Tips as the Evaluator:– Leave prejudice, bias, and subjectiveness out of the

process– Be consistent– Test when necessary– Do not over-test

Teacher is accountable for evaluating and must be able to support grades given to students

Teacher - Evaluator

How Do You Develop Tests? Look at material covered Decide how many questions are needed Write questions and right answer Struggle to come up with 3 wrong answers Decide to go with fewer questions Give the test and grade it Put the test away and record scores

Steps to Develop a Good Test List the objective(s) you want to evaluate Determine what is called for in behavior

statement Examine content of lesson plan Specify method of evaluating objective and

percent of grade objective will comprise Construct evaluation items Assemble like-items together; organize from easy

to difficult Add directions for student Give test, grade it, and evaluate validity of test

questions

How do you rate student progress? Grading procedures

– Daily grades– Written tests– Performance tests/Observations– Other factors that affect grade

Student Evaluations

Types of Tests Observation Matching Multiple-Choice Discussion (Essay) Fill-in-the-Blank (Completion) True-False Performance Group Assessment

Examine process of learning Includes series of actions and behaviors –

leads to result Interaction and action observed

– Meets a deadline – process skills – attitude– safety rule

Does not always end with a product

Student Observation

Student Observation

Group work as a whole? Cooperation and assistance? Follow instructions? Make decisions based on previous lessons? Leader for the group chosen? Satisfactory use of materials? Plan developed first?

Student Observation Please NOTE:

– Process skills must be taught• Teamwork• Collaboration• Listening

– Students need to know expectations– Rubrics/checklist used for observation

evaluation• Can teach students or direct students• Correct, expected behavior

How often do you test? What type of test to use is your prerogative. Only test when necessary.

Every Friday is a test day???? Some test cover only one or two tasks, others consists of

25-50. Give consideration to the purpose of the test:

– If purpose is to determine if students are keeping up or quick review – give short quiz and then don’t count it.

– If purpose is to determine what the students have learned – give a comprehensive test that covers all tasks or topics and record the grade.

Written Evaluations

Matching Tests Advantages

– Easily scored; objective; very little guessing factor; don’t need much time; easy to construct

Disadvantages– Measure low levels of cognitive ability;

measure facts more than knowledge; clues are sometimes given; may require high level of reading ability

Matching Tests

Multiple-Choice Tests Advantages

– Students like them; measure all types of content; reduces chance of guessing; can be scored quickly; can be taken in short time

Disadvantages– Require more time to construct; takes lots of

space for question and 4 responses; may measure reading ability

Multiple-Choice Tests

Discussion (Essay) Tests Advantages

– Measures learning outcomes better than other tests; provides opportunity for student feedback; easy to construct; easy to give

Disadvantages– Time consuming to take; student must respond

in writing; may measure student’s ability to write; difficult to score

Discussion (Essay) Tests

Fill-in-the-Blank Test Advantages

– Good if recall is to be measured; most guessing is eliminated; can be constructed in various ways; easy to construct

Disadvantages– Can measure trivial facts more than important

information; requires students to write and spell; must be worded carefully for right answer; takes longer to answer; takes longer to score; requires reading ability from student

Fill-in-the-Blank Test

True-False Test Advantages

– Everyone knows how to take them; short time to answer; easy to construct, give and score; provide quick glimpse of student accomplishment

Disadvantages– Require memorization of facts; answer may be

obvious due to wording; measures only cognitive content; low in reliability; may measure reading level more than ability level

True-False Test

Performance Test Can cover one task/topic or several Must be hands-on Must have evaluation criteria Culminates with a concrete product

Defrost a Freezer Given a freezer in need of defrosting and the

necessary supplies and equipment, the student will defrost the freezer. The freezer must be defrosted according to manufacturer's directions, and when completed, the freezer will be completely free of ice, without damage to the freezer surface, and all melted ice will be cleaned up. ____ Manufacturer’s directions followed____ Freezer completely free of ice____ No damage to freezer surface____ Melted ice cleaned up____ Proper tools used____ Work habits____ Instructor’s directions followed

Collaborative/Group Learning New teaching methods need new

assessment procedures Procedures involve teacher observation

and student-produced products Appropriate method determined by

professional judgment

Collaborative/Group Learning Involvement

– Everyone, most, one or two Listening

– Group is attentive to whose speaking Staying on task

– No distractions Conduct

– Polite speech, – No interruptions, members behave impulsively

Groups of Students – Look For: Clearly understands their roles in the team Understands the assignment Follows established guidelines Sticks to task Completes the assignment on time Assignment satisfactorily achieved Team members interact well Each team member assumes an equal role

Types of Assessment Methods that can be used

– Teacher observation, Observation checklists, Rubrics, Rating scales, Student self-assessment

Activities that can be graded– Student journals, Written reports, Oral reports, Class

presentations, Portfolios, Homework Performance that can be observed

– Meeting deadlines, Process skills (critical thinking, decision making, problem solving, team work, social skills, delegating, etc.), Attitude, Observing safety rules

Determining Assessment Criteria

Break down parts of assignment into task Define expected outcomes of each task How you want to assess?

Rubrics Definition - Uniform set of precisely defined

criteria and guidelines used to judge student work

Rubrics will become your most useful assessment tool– Takes subjectivity out of grade– Fair for student– Grade is based on predetermined standards which are

the same for all students– Gives the teacher a sound defense for grades given

Rubrics Give to student ahead of time

– Understand what is expected, what must be accomplished to receive a passing grade

– Target to aim for – Difference between quality work and

unacceptable work

Developing Rubrics Decide on the performance to be assessed

(task) Decide on the assessment criteria Make as detailed as you need it to be Ask yourself what you look for when

grading Watch a student perform the task

– You may miss something important just listing criteria from memory

Example of Criteria Task: Apply a bandage

– Proper bandage selected? – Wound cleansed properly? – Safety precautions observed?– Applied properly; too tight or loose?– Bandage stay on after applied? – Wound properly covered? – Patient comfort taken into account?

Define Criteria/Develop Ratings What exactly are you looking for?

– Observe safety precautions– Exactly what safety precautions are to be

observed Rating scale for each criteria

– 4 – Excellent– 3 – Good– 2 – Needs improvement– 1 – Very poor

Determining Criteria Decide what is the best performance, the

poorest performance, fill in the middle Few rating scales (2-3) – harder to

differentiate between small differences Large rating scales (6-7) - harder to use,

takes longer Short scales – pass or fail Longer scales – detailed information Can be columns and rows or a checklist

Rating Example

You determine criteria through your own judgment

4Excellent

3Good

2Needs

Improvement

1Very Poor

Sanitary Precautions

Washed hands and put on gloves before beginning procedure

Washed hands and put on gloves but did not use correct procedures

Put on gloves but did not wash hands

Did not wash hands or put on gloves before beginning

Checklist Example Use a belt sander to sand surfaces and edges

– ___ All safety precautions observed___ Proper tools selected___ Tools inspected for operating condition prior to use___ Tools used correctly___ Appropriate size belt sander selected for job___ Appropriate abrasive belt selected for job___ Surface sanded smooth___ No burn marks exist___ Surface free of cross-grain marks___ Surface sanded to predetermined size___ Surface sanded to predetermined shape___ Instructor's instructions followed accurately___ Work area cleaned after completing task___ Tools cleaned after use___ Tools properly stored after use

Total score – add number of checks or assign points to each check

Pilot, Evaluate, Refine Evaluate finished rubric

– Fair and unbiased – Relates only to the task being performed – Covers all aspects of the performance – Has well-defined criteria and rating scales – Is useful and practical

Pilot test rubric on actual student work and make any needed adjustments

Rubric for Group Performance4 3 2 1

Participation All students actively participate

More than half of students actively participate

At least half the students participate in accomplishing group objective

Only one or two persons actively participate

Responsibility All group members evenly share

responsibility for task

Most group members share responsibility

At least half of the group members share responsibility

Only one or two members carry the

load

Interaction Excellent - Group members demonstrate willingness to listen to opinions of other members ; listening and interaction skills clearly evident

Good - Group members actively discuss the task at hand; interaction between most of the members

Fair - Group members discuss the task and interact, but

seem inhibited or subdued

Poor - Very little interaction; group members do not

participate in discussions

Teamwork Group members work together; roles

clearly defined

Group members mostly work

together; roles clearly defined and

followed for the most part

Group members work together as a team somewhat; roles not clearly defined

Group members worked individually, not as a team; no roles defined or assigned

Total Points

Rubric Activity Read the following assignment and

construct a Rubric for grading the assignment

Class Assignment –100 points

Log onto the Internet and conduct a search for five career tech schools that have a web page for each of the occupational training programs offered at the school. Make a list of each school site and prepare a one page summary of what you found and make comments on what you liked and disliked about the school web pages. Put your name and course number on the paper and submit by October 15.

Rubric Scale On time 5 points Name on paper 5 points Course number on paper 5 points Listed five web sites 15 points One page summary 50 points Likes 10 points Dislikes 10 points

• Total Points 100 points

Websites for Rubrics http://www.google.com/Top/Reference/Ed

ucation/K_through_12/Educators/Rubrics/

http://rubistar.4teachers.org/

www.teach-nology.com

http://school.discoveryeducation.com/schrockguide/assess.html

Arriving at a Grade What do you grade?

– Tests, homework, classwork, projects, labs, problem solving, critical thinking, group work, etc.

– Grades based on individual weight, category weight, or straight point system

Recording Student Progress Grade book v. software programs

Use grade book for attendance records Use software for grades and lesson plans

Microsoft Works has a grading template Shareware – free to try Microsoft Excel

Reporting Student Assessment Progress Reports – 4 ½ weeks 9 Weeks Tests Report Cards – every 9 weeks/4 times a

year

Call parents Email/Letters Parent conferences

Bring attention to a student’s success and accomplishments to the class members.

Be creative in your style:– Payday and Zero candy bars– Student of the Week!

Recognition of Students

Compliment students as often as you can:– Dress– Appearance– Good presentation – verbal recognition– Good work– Good suggestion– Staying on task– Write short message on papers, reports, etc.– Post notice on bulletin board– Display work in classroom/lab

Give feedback as often as you can!!!!!!

Recognition of Students

Websites www.quizlet.com www.logmein.com www.teachervision.fen.com